Teenagers And Cosmetic Surgery

Teenagers And Cosmetic Surgery Should Teenagers be Allowed to Undergo Cosmetic Surgery? Cosmetic surgery, known as a medical specialty concerned with the correction or restoration of form and function. ( Wikipedia Dictionary) Perhaps since the beginning of the time, self-improvement have been essential to the humankind. So, it is not surprise that the cosmetic surgery may be one of the worlds oldest healing arts. According to the American Society of Plastic Surgeons (ASPS), as far back as 4000 years ago, documented evidence exists of medical treatment for facial injuries.( ASPS, 2012 ) The first plastic surgeon was an American doctor, Dr. John Peter Mettauer. He carried out his first cleft palate operation in the year 1827 with instruments he handcrafted by himself. (Costhetics, 2009 ) Today, cosmetic surgery has been increased dramatically in the medical field as everybody seems to be obsessed with the Hollywood celebrity style image. Teenagers, especially girls, always find the ways to enhance their appearance for the reason of please someone else. The ASPS reports th at there have almost 219,000 cosmetic procedures done on people age 13 to 19 in 2009. There are many reasons that could affect a teenager to seek cosmetic surgery. The common reasons for cosmetic surgery among teenagers are peer pressure, media stereotypes, Body Dysmorphic Disorder and depression. (Pitsilis, 2009) Although cosmetic surgery may improve the confidence level of teenagers, it should not be allowed due to negative effects in terms of the physical, psychology and financial aspects. Therefore, the purpose of this paper is to point out the incomplete physical, incomplete psychology and the financial burden of teenagers who seek cosmetic surgery. Teenagers should not be allowed to undergo cosmetic surgery as many teens body are still growing. The incomplete physical status may cause the teenagers have to redone the surgery as their body grew. Many adolescent girls who want to carry out the breast augmentation procedure due to breast asymmetry which means the size of one breast is different with other. (ASPS, 2012) In order to get the best result, the patient should delay the surgery until breast mature. It is because the benefits of surgery would be negate if the surgery carried out on a feature that has not yet full-grown. Besides that, another example of a surgery that is not advisable to do for the young teens is liposuction. Liposuction is a procedure that suck out excess fat under the skin. This procedure does not make sense to do because young teens may lose their weigh as they grew. Therefore, teenagers should not undergo the cosmetic surgery when they are young and the cosmetic surgeon should not touch the body that i s not yet full-grown. Although there are no clinical tests on the safety and long term effects of the cosmetic surgery for young teens, teenagers should not allowed to undergo cosmetic surgery. It is due to the surgery may cause harm later. Studies by implant manufacturers report that most women have at least one serious complication within the first 3 years, including infection, hematomas and seromas, capsular contracture, loss of nipple sensation, and hypertrophic scarring.( Zuckerman, 2005) Therefore, teenagers should not be allowed from doing cosmetic surgery as a premature surgery may cause many problems to teens in future. Another reason that the teenagers should not be allowed undergo cosmetic surgery is their psychology incomplete. Most of the teenagers could not make a mature decision as they do not have the realistic expectation about the cosmetic surgery. They believe the surgery can change their life dramatically, such as a change in popularity status.( Odunze, 2011 ) Such unrealistic expectation will disappointed the teens even the result of surgery is acceptable. So, the cosmetic surgery is not a wise choice for teens who do not know the limitation of surgery. Furthermore, most of the teens do not have experience about the cosmetic surgery as it is their first time to get the cosmetic surgery. Therefore, they have no idea how pain of the incisions and how long of the recovery time. ( Odunze, 2011) Cosmetic surgery is a dangerous idea for teenagers as their decision always based on impulse. They are going to see the positive but never think about the negative. (Woinarowicz, 2007) They do not realize the risk of surgery even they are going to it. Therefore, the cosmetic surgery should not be carried out for teenagers as they do not know the negative. Moreover, teenagers should reconsider if they want to undergo cosmetic surgery. It is because they always neglect the views of society that may be the pressure of them after they got the surgery. They may receive less respect from their peer and even squeezed out by their friends. ( Crump, 2012 )So, the cosmetic surgery should not should not easy access by the young teens. Another reason that the cosmetic surgery should not be an option to teenagers is that they are obsessed with their looks. Most teenagers have some kind of dissatisfaction with their bodies. Then, they may seek cosmetic surgery as they believe that it can solve their problem. The peers also could affect how the teens view their body. When a friend says a negative comment to a persons body, that person will believe it and find a way to change it. Doubtless, the cosmetic surgery would be the effective and fast way to solve the dissatisfaction. (Woinarowicz, 2007) However, they do not realize that their body will grow and change in a couple years. Then, it is not necessary to get the cosmetic surgery as the factor of surgery had disappeared. So, the teenagers should not be allowed to undergo cosmetic surgery as they would not get the result they wanted if they are aiming perfection. The costs of cosmetic surgery are substantial is the final reason why young teens should not be allowed to undergo the cosmetic surgery. The large bill that results from cosmetic surgery probably could not afford by the young teens since the health insurance rarely cover this surgery. If a teenager had a struggle paying for the first procedure, then he or she will probably not be able to pay for the procedures that will be needed in the future.ÂÂ   ( Woinarowicz, 2007) In other hand, the money should spend for other important cases such as education instead of cosmetic surgery that cost thousands of dollars. The cosmetic surgery is not the only way to improve quality of life. Therefore, the teenagers should not to seek the cosmetic surgery as they are not financially stable. However, there are still groups of people who are think that the cosmetic surgery should be allowed for teens. The common argument is that the cosmetic surgery can improve physical characteristics. The intention of teens to get cosmetic surgery probably due to peer pressure. They want to be seen differently by their peers or just want to fit in. Cosmetic surgery as a self-esteem lift. They can achieve gain in confidence when they improve their physical characteristics by undergoing a cosmetic surgery. ( Patriot-News, 2009 ) Besides, the cosmetic surgery also can help to reduce depression. According to a study by ASPS, a significant number of patients stopped taking antidepressant medication after getting cosmetic surgery. ( Nauert, 2006 ) It is because the surgery can help patients be more happier by taking control over something that has truly bothered them. In actual fact, although the cosmetic surgery may really can improve their physical characteristics, most of the teens are undergoing the surgery with wrong reason. Cosmetic surgery is not a only way to fit into their peers. In contrast, the surgery may lead to further emotional scars because the teens will grow and wonders if the surgery was a wise option. Furthermore, the short-term benefits of cosmetic surgery also may decrease over time. It may due to common complications of surgery, weigh gain, or even aging. (Zuckerman and Abraham, 2008 ) The surgery also contain a lot of risks that the teenagers do not know. Parent have the responsibility to advise their teens as look are not everything. The young teens should learn to accept theirselves which is valuable, especially when it can prevent the teens to get the cosmetic surgery that cost thousands of dollars. Opponents also argue that the cosmetic surgery is a reasonable action to teenagers as it is a way to avoid bullying. Bullying is a new trend in the lives of teenagers. In an attempt to solve this trend, there have non-profit organization such as Little Baby Face Foundation that aims to help the teens who born with facial deformities by providing free surgery. ( Diller, 2012 ) By getting the surgery, the teens obviously benefit from it. It is because the surgery can improve their social success and also improve their quality of life. Then, the teens could having their life much more happier and easier and get their newfound confidence from it. Although the cosmetic surgery may beneficial for certain teens, the bullying still can be tackled via other ways. It is more important to teach the skills that can combat the bullying rather than undergo cosmetic surgery. Parent play an important role in this problem. They should educate children admire and embrace difference since they were young so that the trend of bullying can be reduce. Besides that, teens also should be know that the confidence should to come from within as inside important than appearance. ( Discovery Institute, 2011 ) Moreover, the teens who get the surgery also more likely to being bully. It is because the bullying is a fact and there have no guarantee it will end with surgery. They still have the probability of make fun or tease by their peers as the reason that being the target of bullying is not based on legitimate reason. So, going under the knife could not really stop the living nightmare of bullying. Therefore, the cosmetic surgery is not a reasonable action for young teens who want to combat bullying. The opponents also argue that the cosmetic surgery could effectively reduce the problems of psychological disorder in particularly Body Dysmorphic Disorder (BDD). Body dysmorphic disorder is a condition that involves obsessions, which are distressing thoughts that repeatedly intrude into a persons awareness.'( Lyness, 2010 ) The surgery could correct flawed appearance of young teens so that they would not feel depression on their look. The study of TeensHealth show that many people with BDD may consider or attempt suicide due to depress on their look. In addition, the obsessions that due to BDD can interfere the life of teens. For instance, the teens might spent a lot of money and time to make up to cover the problem. The life of teenagers would be transformed after they get the surgery as they could gain confidence from it. However, the cosmetic surgery would not improve the BDD as the condition of obsessive still present. So, the teens who have BDD will not be satisfied with the outcome of surgery even everything looks great. ( Lukash, 2010 ) Then, the patient often will request another surgery but is less likely to feel satisfied with the result . It is because they are too obsessed with a flaw that they convinced. Consequently, they will have more and more surgery that are not able to help them relief from it. So, the cosmetic surgery could not address the BDD but can be treated by an mental health professional. The treatment that given by the professional can helps to correct the pattern that causing BDD so that the person can fully enjoy their life as the BDD truly interfere them. All in all, the costly and risky cosmetic surgery should not be undergo by teenagers as they are incomplete physical, incomplete psychology, and the large bill of surgery can be the financial burden of them. In addition to that, parent should take a more serious view on this matter and take over the responsibility of educate their teens since they are young so that the surgeries that done on teens can be decreased. In conclusion, the teenagers should not be allowed to undergo the cosmetic surgery if the teens do not have serious problem that can interfere their daily activities. It is due to the teenagers are too young and cannot made a rational decisions for themselves. Therefore, in order to decrease the cosmetic surgeries that done on young teens, the related department should strengthen the laws as it approve the teens get cosmetic surgery before they are both mature in physical and psychology. Besides, the cosmetic surgeon also should ensure the patient is fully understand the risks and limitation of surgery so that the cosmetic surgery performed on the patient can be beneficial. All in all, the cosmetic surgery should not be done on teenagers who at young age. (2,136 words)

Inclusive Education Essay

In this assignment I will be critiquing a peer reviewed research article which explores an aspect of interprofessional practice. I will reflect on my practice and identify how the research discussed with in the article impacts and challenges my thinking and approach. By critiquing the journal – Early Years: An International Research Journal, I will show knowledge and understanding of other professional roles in early years under pinned by theory I have researched. My own understanding of inclusive practice in early years is that – â€Å"All children, irrespective of ethnicity, culture or religion, home language, family background, learning difficulties or disabilities, gender or ability should have the opportunity to experience a challenging and enjoyable programme of learning and development.† (Early Years Statutory Framework, 2014, 1.15) The journal focuses on 52 early years practitioners from England, their experience of interprofessional working, woven together and their level of confidence and competence also different settings such as children’s centres, preschool settings and private settings as well as community preschool as it has been the fore front of government policy in UK since the inquiry into Victoria Climbie I have focused on three prime aspects from the journal: training, communication with multiagencies and support which I think is key regarding my own reflection of my practice as well as the impact on my thinking approach. The writers of the journal are Jane Payler and Jan Georgeson (2009) but nowhere in the journal are their qualifications and backgrounds cited. It is unclear that the writers are professional s or have had any practical experience in early years. It does not tell you where the settings are located and which back ground the children and families are from. I believe if all this information was given it may have been clear to the readers why we believe that research done in the deprived area has a  huge impact on their achieving when it comes to budget training and skills. If it was a deprived area they might be struggling with the funds, resources and support. On page b385 it states that they sent the questionnaires out but I believe all the methods used had weaknesses as it does not say anywhere what language they were using and what sort of questions were asked. Throughout the journal the writers praise the efforts that are made from the children’s centre in terms of working with inter professionals. As a reader I felt they were biased towards the children centre as throughout their article they have mentioned several times about how well children centres are doing, in comparison to preschool and private nurseries. Even the tables indicate that the children’s centres are performing at the top and preschool and private settings are nowhere near their achievement and successes. On page 387 of the journal it states that during her research it clearly showed that the children’s centres showed a secure understanding of procedure as well as confidence in approaching other agencies. The first aspect explored was training needs. The Journal article states that â€Å"the survey done was completed by 52 early years practitioners who were either undergoing, or had recently completed training for early years professional status.† Due to the level of education, it is clear to me why most of them were confident when working with outer agencies and writing reports according to the NutBrown review of early education and childcare qualifications interim report (March 2012) – â€Å"Getting qualifications right will help to ensure that women and men enter the profession with the skills and experiences they need to do the best work with young children and their families. Well taught courses and learning routes that lead to reliable qualifications can help early year’s practitioners to improve their skills, knowledge and understanding, constantly developing in their roles.â€Å" This has made me reflect on my own training in regards to what I need to attend in terms of inclusive education and its importance as it is clearly shows in the journal on pg381 that the staff members with high qualifications and training were more confident in approaching and writing IEPS (Individual Educational Plan). As I was reading the journal one thing which really drew my attention was that it talked about the staff training being inconsistent. In some places staff seemed confident and in some places they were not. My  self being an early year’s practitioner and working in a private sector I can relate to the problems as staff are expected to go on training in their own time. Working within the Borough of Hounslow I have experienced first-hand cuts that have definitely been made in regards to training. According to the Guardian published in 2011 heading â€Å"The government is putting training out of reach of those who need it most in early years’’. (Th e Guardian, 2011) It goes on further to state thatâ€Å" From August colleges and training providers, in the main, will receive only half the cost of courses’’. This results in training being harder to gain. In order to go onto training you now have to firstly go onto a waiting list. Not only has that had an impact on your practice but also a staff member’s confidence with dealing with any situation which that training may have addressed. Another issue is that we now, as a setting, have to pay for the training. If a setting is low on funds the training cannot take place and so the staff members, as well as, children, parents and the setting, miss out. Covering the staff on training and courses exacerbates the situation.† It is also shown on page 390 of the journal that due to the cuts the speech and language therapist who will come to the setting one day fortnightly was reduced to once a week which impacts on the children having to refer somewhere else and not having an inc lusive service. I have been affected by this last year as I was told that there was no money left in Hounslow borough to give out for inclusion support staff which resulted on my having to use the staff I had already to support the child’s need . Despite the above and reflecting on my own practice, I believe early years practitioners do the best when it comes to identifying a child with a need, as they are the primary carers after the parents. In my belief, other agencies might have the qualifications but we as practitioners are the ones who identify the problem and so refer them on. As stated in the new EYFS (2014 3.20) â€Å"providers must support staff to undertake appropriate training and professional development opportunities to ensure they offer equality, learning and development that continually improves.† The second aspect which came to my attention was the different level of support throughout the children’s centre, preschool and private nursery. It was astonishing to see that the children’s centres were given the most support and due to this it is not a surprise that they were the most confident in approaching the  outside agencies and writing reports. This is clear due to their inter links with the outside agencies. According to the article they state that in every child’s centre in London they have family support, speech and language therapists as well as health visitors who are designated to each children’s centre. Due to that reason, I believe that they have far more support including regular meetings, interactions and support; however, private nurseries and preschools do not get that support and rely on communication based on letters as well as emails and phone calls, which is not always reliable and as effective as meetings. From my own experience I have noticed that once you identify a concern with a child’s speech and language, the referral takes over six months to completely get a response from a speech and language therapist. In Hounslow alone there is a long waiting list of children waiting to be seen by a speech and language therapist. Due to this, it is no doubt in my mind that having an in-house speech and language therapist or to even have a type of training in order to help and support children with their need as now out of? â€Å"Children coming to school are in need of some sort of speech and language support’’. (I CAN Talk Series – Issue 6) This has challenged my thinking and approach I would definitely like in my setting, as a manager, ascend a staff member to see how the speech and therapist works so they can come back and continue with the therapist approach. It was described by one of the practitioners that sitting with a child whilst seen by the therapist helped her to support the child page 389. I would love to be able to do so in my setting. I can support children with some support while the child is waiting to be seen by the speech and language therapist. Once the child has been seen by the speech and language therapist I make sure I have the copy of the recommendations and advice made by the therapist, so I can use the same strategies used by the therapist. According to I CAN, an organisation that helps children to communicate, ‘‘In some parts of the UK, particularly in areas of poverty over half of children start school with speech, language and communication needs.’’ â€Å"That means 2 to 3 students in every classroom have significant communication difficulties.’’ (I CAN Talk Series – Issue 6) One of the other aspects which came to my attention was that throughout the article it is c lear to me that there has been effective communication within the children‘s centre as there have been professional  staff on site; therefore all communication is face to face especially with speech and language therapists. Whereas private and other settings do not have this capacity and funds so all the communication involving outside agencies is on paper. It is clearly shown in figure 1 page387 that the children’s centres were 100 % on target when it comes to face to face contact with outside agencies. Other settings like independent preschools where I am employed are only doing 75% of face to face contact when it comes to communication and although it’s only 75% contact it is effective within that percentage. I agree with this as my own private setting has to rely on emails, phone calls and paper. This is also clearly stated in the journal on page 387. On page 395 it tells you about the need of the effective inter professionals practice in early years and their belief that it will be possible once the two year old check for disadvantaged children is extended. Since the 2 year check has been introduced I have experienced more regular contact with the health visitor. I have experienced di fferent types of response when it comes to effective communication. As in the document one part needs to be done by the practitioner one by the parents and one need to be done by the health visitor regarding any concern with the child. Some health visitors will be very particular in writing about the child’s health and on other hand some health visitors will write little information concerning the child and leave it as ‘no concerns’. Conclusion: The article helped me to reflect on my practice and identify key issues that impact and challenge my thinking and approach. For me, inclusion is not simply the toleration of all pupils, but the active provision of opportunities for all to feel good about themselves and to have the chance to flourish, whatever their individual needs and potential barriers to learn might be. Whatever difficulties may arise in dealing with the outside agencies ,distance between the professionals and resources and funds available as a particular I believe we have a legal duty to make sure we do the best when it comes to equality and diversity (inclusive and inclusion). In my setting and practice I have made sure that I provide and implement a clear policy and procedure to promote equality and support to every child in need as up held by the legal frame work in EYFS 3.66. It was also clearly stated in the journal on page 389 that settings doing their best when it comes to competence in developing their knowledge and network for inter-professionals over a period  of time were based on their knowledge and greater experience of integrated provision. Effective working practice with outside agencies should occur whatever the contact is, face to face or remote. As a practitioner it is our responsibility to make sure the child is covered within the inclusion policy. The second part of my assignment will be focusing on communication and the importance of communication in settings between other agencies, staff and parents/guardians. The word â€Å"communication† comes from the Latin word â€Å"communis,† meaning â€Å"to share.† (Communication studies). I believe sharing is a very important element when working within your practice, with parents and outside agencies. Personally I believe communication â€Å"is the act of conveying information for the purpose of creating a shared understanding. And includes verbal, non-verbal and electronic means† (Communication studies) According to Pietroni (1992) – â€Å"We should not underestimate the many factors that challenge working relationships between professionals. Most fundamental is communication.† â€Å"To achieve better integration of services and organisation, The Children’s Act 2004 required local authorities to enter into partnership arrangements with parents who, in turn, carried reciprocal duties to cooperate.† -Aubrey Carol. â€Å"As suggested by the Laming Report, the Common Assessment Framework(CAF) was introduced as a standardised approach to assessing children’s additional needs. CAF supports the identification of a child’s additional needs which are not currently being met at the earliest possible stage.† (How children learn, Pg. 59) As an early years professional it is very important that I use communication effectively regardless of the type of setting, the ability to communicate effectively is crucial for developing positive relationships with children, young people and their families, colleagues and other professionals. Not only does it pave the way for a happy working environment but it is also a core unit of study for most children and young people especially when working with inclusion. In my setting I am the manager and the SENCO. I believe we are at the stage of norming as described by Tuckman in his performing team development models. Consensus largely forms among the team, our team responds well to reinforcement by a leader. Roles and responsibilities are clearly defined and important decisions are discussed and agreed upon by the entire team. Smaller decisions may be delegated to  individuals or small teams within a group not only to empower the members of staff but to ensure each staff member understands how to handle decision making and help them to gain experience. Our team also discusses and develops our processes and working styles and are always adapting and evolving in parallel to new research and studies. There is overall respect for team leaders and leadership is shared by the team. Leader facilitates and enables (similar to the Situational Leadership ‘Participating’ mode). Working beside staff is very important to make sure we have an e ffective chain of communication which is strong and healthy. In support of this â€Å"Good communication practices need to be built into the policies and procedures of a setting† (Communication studies: what is communication) In our setting we make sure we work alongside parents as they are the â€Å"first educators† (Early Years Foundation Stage – EYFS, 2.2.) To help children achieve their full potential we make sure that practitioners investigate the experiences families and children receive when they attend our setting. Their feedback is essential to us as it helps us to further improve and meet the needs of parents more successfully. As part of gaining insight into the experiences of children and parents in our setting we send out surveys and questionnaires for parents to express their opinion through, this is especially effective if the parent does not feel comfortable expressing their opinion face to face with a member of staff. In addition to this our setting has an open door policy where every morning members of st aff are available to talk to; our staffs are multilingual and can communicate with a vast range of parents. We also have a text and email system in place for the parents who are working and don’t have time to complete surveys or get in touch with the staff. All these systems are in place to ensure effective communication. Coffee mornings are also in place and provide greater opportunities for parents to discuss their feelings in an informal atmosphere. Some settings invite parents to attend a short nursery rhyme performance and a chat about their experiences of the setting. We, at our setting take the ethos of â€Å"parents as partners†. Research tells us that the parents have the most influence over child development and so practitioners will serve children better by working in partnership with the parents. Practitioners also need to be mindful of the parents’ readiness to engage. There are many factors that should be considered when communicating or  attempting to communicate with parents such as communication barriers. Some of these barriers include time constrain ts regarding parents working hours, story time and language issues and if the parent may have special needs. Another communication barrier is if the engagement may be difficult due to family issues (such as a new baby, caring for a relative, domestic violence, health issues, and unusual working patterns.) It is only by understanding parents and valuing their input that practitioners will be able to acknowledge their readiness to engage with the setting. Strong and positive communication and relationships between staff, parents and children will help to develop an atmosphere of trust and comfort. Some children may receive additional support from agencies for their communication development. It is essential that practitioners work in partnership with these agencies to maximize the benefit for the child as it also states in EYFS â€Å"When parents and practitioners work together in early years settings, the results have a positive impact on children’s development and learning.† (EYFS, 2.2) Our setting works closely alongside outside agencies and take the multi-agency approach to make sure we provide the best care to the children. We also follow EYFS guide lines which states in i.16 – â€Å"Close working between early year’s practitioners and parents is vital for the identification of children’s learning needs and to ensure a quick response to any area of particular difficulty. Parents and families are central to a child’s wellbeing and practitioners should support this important relationship by sharing information and offering support for extending learning in the home†. – To make sure this is happening effectively we have implemented a key person system. Each child has a key person allocated before they start at the setting; it is established before the child starts the setting and on the basis of the initial meeting on induction day and the information gathered from paperwork. An example of this in practice is during introduction staff members meet all the parents and the children. If during the meeting we identify any information about the child’s specific needs such as speech/language/physical issues and the parents need e.g. parents first language is not English, the key person is chosen to suit the need of the child’s /parents so they have better communication and feel more comfortable and at ease. Parents can feel confident in communication with staff members and between their children and staff. The role of the key  person is too gather as much information as possible before the child starts the setting so that the settling in time can be arranged according to the child’s needs and interest. On the child’s first day the key person sets the activity of the child according to the child’s perceived interest and ability to ensure comfort and a sense of safety for the child. In addition to this the key person is responsible for noting and observing the activities of the child. After the initial meeting of the child and pare nts the SENCO of the setting (me) sit down and asses and evaluate any issues or concerns. An example of this is a child who attended my setting and during the induction day the mother had mentioned that the child is shy and an introvert. However upon observing the child during induction activities I learnt that the child may be more than just shy or anti-social. I came to this conclusion as I had noticed the child avoided eye contact and would only play with one toy, a toy car in which he would move it up and down in a continuous pose. The child also flapped their hands as a result of excitement. After the introduction I sat with my staff and talked about the day and mentioned the particular child. I then allocated myself as the child’s key person. I felt I had more rapport with the child and insight than any other member of staff. I then shared my thoughts and observations I had made during the day and offered some solutions and plans of action. During the first few weeks of the child attending the setting I conducted many observations and also got in touch with m y local SENCO and shared my concern over the phone. We then collectively arranged a day for her to come and observe the child. I double checked and ensured there was no further help I could provide and did all that was possible for the child e.g. the child enjoyed sticking doodles wherever he could and so I made a little post-box in each corner of the classroom and moved any hazards such as televisions as he loved sticking notes on the screens of television and computers. I also maintained daily contact with the mother and even asked her if it was possible to come earlier to pick him up as he became very upset when seeing other parents pick up their children. And made the mother aware of the assistance I was receiving from my local SENCO. I explained how it was vital to contact my area SENCO as they could provide advice which would further help me to support her child to the best of my ability. On the mothers agreement permission my area SENCO visited me and observed the child  she later introduced herself to the mother, she explained her role and what she could do for her child. We arranged a meeting to discuss the concern we have as a team and our plans to set up a IEP so that we are to help and support the child on confirming the date we made sure that all the people involved are available such as the mother, area SENCO and myself the setting SENCO. We explained everything to the mother for example what an IEP is and what we were trying to accomplish with it. My role was to arrange a support worker who would work alongside the child to support his needs. On our meeting day we all sat down together with all staff members who were going to support the child. Everyone shared their thoughts individually and expressed their opinions. In the end we set up IEP targets to help the child develop skills and improve, these targets were made in shared agreement. Each individual involved was given a copy of the IEP targets, this ensured that all staff members involved in relation to the child was aware of the child’s difficulties and aware of processes to help overcome them and that we all were all shared same vision to establish positive relation, both with each other and what’s best for the child. I personally believe â€Å"A trusting relationship between the practitioner and parents begins with the initial contact and it is crucial that from the start, parents appreciate that staff value their knowledge and understanding of their child.† (Working in partnership with parents, EYFS Principle) â€Å"a professional and honest approach by all staff will be the baseline in building the feeling of trust† as also reinforced in the government good practice guide as well as in Working Together to Safeguard Children, 2013 states – â€Å"all professionals contribute to whatever actions are needed to safeguard and pr omote a child’s welfare and take part in regularly reviewing the outcomes for the child against specific plans and outcomes;† according to the report published a HM inspector in 2007 talks about working together with professionals and has stated that it is important that we as a practitioner enable ‘’parents to play a stronger role as partners in their child’s learning and development.† The staff also share the IEP so all the other staff are also aware of what is our common goals as a team as I believe it is very important to work as an effective team and to have the common goals. For me teamwork is like an oil that makes the team work. It can enable smoother movement towards targets, can prolong forward momentum, and can help teams to overcome  obstacles. In my setting I make sure when I communicate to my staff, parents and professionals I perform as an adult as a model of Berne’s transactional analysis theory. As I believe if you talk like a child you will get a reaction like a child so it is very important that you make sure you come across as someone you want to be, as an adult or someone representing an accounting function or model. We need to be communicating like an adult. To make sure the staff is confident in doing the targets I arrange for the staff to go on training to be able to support the child as it is vital to me to make a â€Å"quality lea rning experience for children and this requires a quality workforce†¦ providers should regularly consider the training and development needs of all staff members to ensure that they offer a quality learning experience for children that continually improve† (Department of Education 2012). We also have professionals come to our setting to train the staff on the IEP targets such as bucket time. Intensive interaction and especial time in the setting – â€Å"the staff trained that share their experience and knowledge with less experienced staff, in order to ensure that continuing professional development takes place†. (EYE VOLUME 14) The professionals who train the staff come to the setting to work with the key person to see if they are using the training effectively. I have regular contact with the professional through phone, email, and through paper. We have regular interaction with the outside agency and termly meetings in which the child’s progress and next steps to take are addressed. During the meetings the child’s transition is also discussed as it is very important to make sure the child moves to the next setting with all the support and the hard work achieved by us at our setting is implemented and continued. I sat with the mum and the area SENCO to explain to mum the options she has to choose from as in the end it’s what she wants for the child that is important.as it is clearly stated in the SEN code of practice working in partnership with parents 2.2 â€Å"parents too have a vital role to play in supporting their child’s education.† They hold key information and have a critical role to play in their children’s education. It continues to state that parents have â€Å"knowledge and experience to contribute to the shared view of a child’s needs and the best ways of supporting them.† So I believe it is very important that professionals (schools, LEAs and other agencies) actively seek to work with parents and value the contribution they make. It  is my belief that â€Å"The work of professionals can be more effective when parents are involved and account is taken of their wishes, feelings and perspectives on their children’s development.â €  In the document it continues stating â€Å"When practitioners are friendly and have a genuine interest in the children, parents come to like and trust them, and mutual respect can flourish.† According to B Sandra who is the consultant and director of Early Years gives some recommendation on effective communication according to her recommendation we need to give full attention to the person who we were communication, we need to be aware of our body language, need to resist any ways to interrupt. We need to take account of individual need and be flexible in the way they communicate and be ready to ask for help when required, be honest about what we know and what we don’t know, one of the other recommendation is that we need to be sensitive to culture differences as in some cultures direct eye contact is class as been rude in other culture satin cultures certain gestures are classed as rude.so care is needed when communication. While communication with a person with English as a additional needs we need to use photos, and visual aid. Someone with hearing aid needs to be communicating visual aid as well as use of British sigh language to make sure effective communication is taking place. To conclude my assignment I believe that a happier, healthier and better-informed workforce leads to a better setting. And that engaging your workforce with the right kind of communication, delivered regularly and efficiently through appropriate channels and means can make a big difference to all involved, for example you, your staff, child, parents and outside agencies.

Stereotypes, Discrimination and Prejudice Essay - 1506 Words

Stereotypes, Discrimination and Prejudice If a young girl is walking alone through a park late at night and encounters three senior citizens walking with canes and three teenage boys wearing leather jackets, it is likely that she will feel threatened by the latter and not the former. Why is this so? To start off, we have made a generalization in each case. By stereotyping, we assume that a person or group has certain characteristics. Often, these stereotypical generalizations are not accurate. We are succumbing to prejudice by ?ascribing characteristics about a person based on a stereotype, without knowledge of the total facts?1. Usually, we have stereotypes about persons who are members of groups with which we have not had†¦show more content†¦Often times, these judgments can be false and lead to ?unfair discrimination and persecution?3. We are engaging in discrimination when we judge people and groups based on our stereotypes and treat them differently. The most prominent victims of discrimination are women and minorities who are often deprived of education, employment and social services. Some prejudice views have been passed down from generation to generation such as prejudice against Jews, called anti-Semitism, which has been recognized for more than two thousand years. In other cases, however, these views are created and promoted by ?charismatic leaders who exploit latent hatreds for their own political ends?4. These leaders are called demagogues5 and rely on propaganda and disinformation to achieve their goals. Propaganda is the information that is spread for the purpose of promoting some caus e and often intentionally influences attitudes and opinions. Through the use of propaganda techniques, such stereotypical and ?persuasive arguments are made that one group or another is to blame for all of our problems?6. Therefore, stereotypes also play a key role in media propaganda not just locally, but nationally and globally as well. One of the major examples is the September 11 terrorist attack on the World Trade Center in New York. Ever since then, the United States has been on a mission to end terrorism around the world and theirShow MoreRelatedImpact of Prejudice Stereotype and Discrimination Essay897 Words   |  4 Pagesâ€Å"Most people know about and have experienced prejudice, stereotyping, and discrimination. Social psychologists differentiate among these terms by focusing on whether they involve feelings (affect), cognition, or behaviors.† (Feenstra, J. 2013) As individuals we tend to migrate toward those that may look think or act like us because it may cause hate towards anyone that is different. This may inhibit social interaction with those outside of our comfort zone. There are often consequences that affectRead MorePrejudice, Stereotyping, and Discrimination Essay1414 Words   |  6 PagesMost people have experienced prejudice, stereotyping, or discrimination at some time in his or her life. There is no doubt social discrimination, prejudice, and hostility still create serious problems and challenges, even in today’s apparently more and more individualized and â€Å"enlightened† society. This paper will discuss prejudice, stereotypes, and discrimination in the context of social psychology; what the consequences of stereotyping and discrimination are; and strategies to improve attitudesRead MoreDiscrimination And Prejudice And Discrimination1608 Words   |  7 PagesDiscrimination comes in all forms. There is age discrimination, employment or job discrimination, racial discrimination, gender discrimination, reverse discrimination, sexual discrimination, and then there is also positive discrimination such as a guy letting an attractive woman out in traffic; he is then positively discriminating against her. Prejudice is a negative attitude toward a socially defined group and toward any person perceived to be a member of that group. The purpose of m y research isRead MoreGood and Bad Discrimination1173 Words   |  5 PagesRunning Head: Good And Bad Discrimination Good And Bad Discrimination Theresa Branch Robert Morris University Professor Anderson Argument Research When the word discrimination is brought up there is an automatic negative response, due to the fact that most have this idea that there is only bad discrimination. This comes from people using stereotypes and being prejudice which creates detrimental situations. However, when a person discriminates it does not mean they are trying to beRead MoreDiscrimination And Prejudice And Discrimination1638 Words   |  7 PagesDiscrimination comes in a number of forms. We have age discrimination, employment or job discrimination, racial discrimination, gender discrimination, reverse discrimination, sexual discrimination, and others. Prejudice is a negative attitude toward a socially defined group and toward any person perceived to be a member of that group (Burgess, 2003). The purpose of her research was to talk about discrimination and prejudices and the affect they have on our day to day lives. She also defines prejudiceRead MorePrejudice1230 Words   |  5 PagesPrejudice Presented By: Nor Anisa Bt. Musa What is Prejudice? * Everyone comes face to face with prejudice at some time or another. * Prejudice is when we recognizethat we feel and act less positively towards others. * The roots of prejudice can be found in the cognitive and emotional processes. * Prejudice may be perceived as acceptable and justified * All inequality and differential treatment is not perceived and responded to in the same way. The nature and origins of streotypingRead MorePrejudice And Discrimination : What s The Difference? Essay1304 Words   |  6 PagesPrejudice and Discrimination: What’s the Difference? Prejudice and discrimination are two different actions with similar meanings. A person can be prejudice without having discrimination; however, if someone is discriminating, they have prejudices. A prejudice can start from a stereotype and, with mental reinforcement, can turn into a discriminatory act. With a prejudice, a person can think a certain way without acting out in behavior. Discussion In this paper, we will be looking at what the meaningRead MoreRacial Stereotypes : The Film, Crash, Director Paul Haggis1304 Words   |  6 Pagesthwarted due to racial and ethnic prejudice, stereotypes, and discrimination. In the film, Crash, Director Paul Haggis addresses racial inequality by conveying instances of racial stereotypes, social class disparity, and police brutality. The usage of racial stereotypes constructs an unreliable generalization of all members of a race. Racial stereotypes fail to recognize the individual differences that lie within a race. Haggis demonstrates several racial stereotypes that Asians and African AmericansRead MorePredjudice and Discrimination as a Part of Our Cognitive Social Being804 Words   |  4 PagesPredjudice and Discrimination as a Part of Our Cognitive Social Being Prejudice and Discrimination are an all to common part of our cognitive social being, but many social psychologists believe that it can be stopped, but only with the help of social conditioning. In this writing I hope to explain and point out some key terms and points made in my assigned chapter. Prejudice refers to a special type of attitude, usually something negative toward any group or ethnicity that is notRead MoreLow Income Countries Are Affected By Having Limited Access To Health Care Essay1111 Words   |  5 Pageswe have in today’s world but what’s causes high and middle income countries from helping to defeat these problems? Discuss the relationships among the concepts racism, stereotypes, prejudice, and discrimination. What, specifically, makes them distinct from one another? Concepts of racism, stereo types, prejudice, and discrimination have been all over the news and social media over the last few years here in the United States but do these terms mean exactly? There are multiple different views on what

The Effect of White Missionaries on an African Tribe in...

The Effect of White Missionaries on an African Tribe in Things Fall Apart by Achebe In the book â€Å"Things Fall Apart† by Chinua Achebe, we see the effect the white missionaries had on an African tribe and the antihero Okonkwo. The main character Okonkwo is a tragic hero. Achebe depicts Okonkwo as a Shakespearean hero with a tragic flaw, that tragic flaw is the fact that he will do anything in his power not to be a weak man like his father Unoka. Okonkwo did what he did because he hated his father and would do anything in his power to be the exact opposite of his father. Unoka is Okonkwo’s father, he is a very lazy man and has amassed many debts. Okonkwo is very ashamed of Unoka and seems to hate him very much. Achebe states†¦show more content†¦When the missionaries came to their land, people hated them, but when they started getting people to go their way, the Ibo started to fall apart. The missionaries came and told people, like women whose twins were left to die in the forest, that they dont have to kill their children the next time they have twins if they join them and their religion. This made many people think that they took the evil people out of the tribe but in fact they were gaining power by getting a lot of people to follow them. For example, there was a girl named Nneka who had, several times, given birth to twins who were thrown away. Achebe says, Nneka had had four previous pregnancies and childbirths. But each time she had borne twins, and they had been immediately thrown away. Her husband and his family were already becoming highly critical of such a woman and were not unduly perturbed when they found out she had fled to join the Christians. It was a good riddance. This shows us the Achebe understands and is not surprised when the women fled with Christians. We can see that because when he says that her family was not unduly perturbed when they found out she had left, this tells us that he didnt really care about the people who left. He understood why they left but as he said it was a good riddance. As we see, it is highlyShow MoreRelatedThings Fall Apart by Chinua Achebe740 Words   |  3 PagesBefore Things Fall Apart was published, most novels about Africa had been written by Europeans, and they largely portrayed Africans as savages who needed to be enlightened by Europeans. For example, Joseph Conrads classic tale Heart of Darkness (1899), one of the most celebrated novels of the early twentieth century, presents Africa as a wild, dark, and uncivilized continent. In Mister Johnson (1939), which in 1952 Time called the best novel ever written about Africa (Cheerful para. 15), IrishmanRead MoreHow Does Chinua Achebe Depict Ibo Culture In Things Fall Apart?1515 Words   |  7 PagesHow does Achebe depict Ibo culture in ‘Things Fall Apart’? Chinua Achebe’s, Things Fall Apart, is a story of a traditional village in Nigeria from inside Umuofia around the late 1800s. This novel depicts late African history and shows how the British administrative structure, in the form of the European Anglican Church, imposed its religion and trappings on the cultures of Africa, which they believed was uncivilized. This missionary zeal subjugated large native populations. Consequently, the nativeRead MoreThings Fall Apart by Chinua Achebe1130 Words   |  5 PagesBook Review: Things Fall Apart Chinua Achebe wrote the fictional novel â€Å"Things Fall Apart† based on a tribe located in an Ibo village in Nigeria. This story takes place in the era of colonization and imperialism except this time; it is from the viewpoint of the Africans. It is reasonable to say that Achebe’s work focuses around the unique protagonist, Okonkwo, and his beliefs along with how white men’s colonization impacted the African society. This novel can tie into our classes’ discussion withRead MoreHow Does Achebe Depict Ibo Culture in ‘Things Fall Apart’?1543 Words   |  7 PagesHow does Achebe depict Ibo culture in ‘Things Fall Apart’? Chinua Achebe’s, Things Fall Apart, is a story of a traditional village in Nigeria from inside Umuofia around the late 1800s. This novel depicts late African history and shows how the British administrative structure, in the form of the European Anglican Church, imposed its religion and trappings on the cultures of Africa, which they believed was uncivilized. This missionary zeal subjugated large native populations. Consequently, the nativeRead MoreChinua Achebe s Things Fall Apart1462 Words   |  6 PagesThings Fall Apart is a 1958 novel and literary work by Chinua Achebe, a Nigerian Author. The novel depicts the rural life in small Nigerian fictional village just before the white missionaries and colonizers landed into Nigeria. In the novel, Achebe explores the challenges that the local ‘Umuofia’ faced due to a sudden cultural imposition from the Europeans. The novel is also a representative of the wider picture of African cultures and the socio-economic chang es that characterized the colonial eraRead MoreChinua Achebe’s Things Fall Apart Essay1736 Words   |  7 PagesThe classic African literary tale Things Fall Apart, written by Chinua Achebe, is a brilliant account of historical African culture and the destruction colonialism can cause upon such cultures. As the reader follows the narrative and complexity of the characters through the novel, a sense of pride, trust, and faith in history emerges. Yet, with the introduction of colonialism the characters must learn to embrace and adapt to a new culture and set of beliefs or face termination from society. TheRead More Missionaries Are to Blame in Chinua Achebes Things Fall Apart 842 Words   |  4 PagesMissionaries Are to Blame in Chinua Achebes Things Fall Apart      Ã‚   The burden and calling to reach out and help others, enfold many people in society throughout the world. Rich or poor, young or old, black, red or white, the motive is helping those with a need. As Chinua Achebe points out in his book, Things Fall Apart, though there is the aspiration to lend a hand, it can sometimes become deadly, and even fatal to the lives of people. Although the missionaries try help convert the Ibo villageRead MoreThings Fall Apart Essay2440 Words   |  10 PagesThings Fall Apart: A Critical Analysis Things Fall Apart (1958) is a fictional novel by Chinua Achebe that examines the life the Igbo tribe living in a rural village called Umuofia in Nigeria during the early 19th century. The central values of the novel revolve around status, virtues, power, and traditions that often determine the futures and present of the characters in the Achebe story. The novel shows the life of the protagonist Okonkwo and his family, village, and Igbo culture and theRead MoreThings Fall Apart By Chinua Achebe And William Shakespeare s The Tempest1417 Words   |  6 Pagespower in extending control over weaker peoples or areas.† In the novel Things Fall Apart by Chinua Achebe and William Shakespeare’s play The Tempest, colonialism plays a significant role in the break down of humans. The conquerors in both stories disregard the natives believing that they are working towards the greater good of civilization. Conrad’s quote plays a significant roles in these stories by highlightin g the negative effects of colonialism and the use of religion to claim foreign lands. InRead MoreEssay about The Collision of Beliefs in Things Fall Apart1167 Words   |  5 Pages No one likes to be told how to live. In the book Things Fall Apart by Chinua Achebe, missionaries came to Africa to teach the natives a new way of life, Christianity. The natives had lived one way their entire life, and enacted their beliefs whole-heartedly. European missionaries wanted to convert them from these ways. Each group of people had a difficulties communicating with each other; this caused a type of ignorance towards the other. Joseph Conrad did an adequate job portraying